ABSTRACT

This chapter presents a critical analysis of evolving teacher education policy as it is differently conceived in England, Scotland, and Wales, and so offers a unique lens through which to consider the European models of teacher education outlined in Chapter 2. Whilst there are similar pressures and tensions relating to the impact of the Programme for International Student Assessment (PISA), the focus on student learning and on raising standards, and the importance of a continuum from pre-service education to early induction into the profession, there are distinctive differences not only between what is happening in Europe but also within the UK itself. This chapter examines how teacher education is being reshaped within the UK through an exploration of the impact of the different national reviews of teacher education in each locality (Carter in England, Donaldson in Scotland, and Furlong in Wales). This comparison illustrates that there are different emphases within policy expectations of teacher education across these three regions within the UK. The chapter closes with a reflection on what these unique characteristics mean for the future of UK-based teacher education in a post-Brexit European context.